Small Business, Enterprise and Employment Bill

Neil Carmichael Excerpts

Tuesday 24th March 2015 Commons Chamber

This has been an amazing journey. This has been a David versus Goliath victory. This has been a victory for campaigning. This has been a victory for people power. This has been an emphatic and enthusiastic victory for this Parliament.

[Neil Carmichael (Stroud) (Con)]

I shall not linger long on this matter, although it has been very complicated and at times the debate has been robust. This is a victory for Parliament. The Bill has been properly contested and thoroughly debated, and the outcome is impressive. I want to signal my support for the amendments today and for the overall direction of the debate.

During the passage of the Bill there were times when we disagreed, but those disagreements were based on a deep belief that we had to get it right. Overall, that is what has happened. I take on board the points relating to the code and to delegated legislation. It is absolutely right that more thinking will need to be done. Fundamentally, however, the direction of travel is now correct. Some of my concerns have been responded to properly by the House of Lords, which is absolutely fabulous. I think that anyone watching this debate will have been impressed by the way in which the two Houses have worked together to deal with this complicated Bill. They have produced an outcome that is good for the pub industry, good for the brewing industry and good for our communities and our pubs.

Ultimately, we want successful pubs and successful breweries. I want pubs in my constituency to continue to thrive and for brewers to feel confident about opportunities in the marketplace in the years ahead. Small brewers need to be supported and promoted. The changes made to the Bill in the past few months will do exactly that. I therefore have great pleasure in signalling my support for the Bill today.

[Jo Swinson]

With the leave of the House, I wish to respond briefly to the debate and thank hon. Members for their contributions. The hon. Member for Chesterfield (Toby Perkins) was kind. As others have said, this is an example of where the Government have listened, Parliament has spoken and we have worked genuinely with stakeholders and people from all parties to come to the right outcome.

Some outstanding concerns have been raised. The hon. Gentleman asked whether the investment waiver would end up being too broad for too little investment, and obviously it is important that we consult to get those details right. He also sought clarity as to whether the principles laid out would be upheld. The Minister for Business and Enterprise made the Conservative position clear in an intervention, and I am happy to confirm that the Liberal Democrats stand behind these principles. I hope that the consensus across the three main parties on those principles will give the industry and tenants some welcome confidence, certainty and reassurance.

My hon. Friend the Member for Burton (Andrew Griffiths) was concerned about potential unintended consequences, and my hon. Friend the Member for Leeds North West (Greg Mulholland) about some of the issues still to be discussed when we come to the secondary legislation. It is right that these matters be discussed properly during the secondary legislation phase and that we get them right. The long string of amendments to which my hon. Friend the Member for Leeds North West referred is testimony to the challenge of the detail we had to go into to get the issues right, and in that connection I would like to put on record my thanks to the officials who have worked tirelessly on this—not one of the more straightforward policy areas in the Department—over the last few months. I owe them a great deal of thanks for the wonderful job they have done.

There are issues still to be wrangled over come the secondary legislation stage, but I do not know whether I will be the Minister or if somebody else will have the great joy of steering that through the House. These are debates for another day. Today we should just be pleased with the proposed primary legislation before us.

Lords amendment 34 agreed to.

Lords amendments 35 to 62, 86, 132 and 136 to 141 agreed to.

Clause 3

Companies: duty to publish report on payment practices

School Funding Formula

Neil Carmichael Excerpts

Tuesday 10th March 2015 Commons Chamber

[Mr Walker]

My hon. Friend is undoubtedly right that there is a problem in fast-growth areas. As I shall explain shortly, per-pupil funding is crucial to this debate.

[Neil Carmichael (Stroud) (Con)]

I want to draw the House’s attention to Ofsted’s excellent report on the long tail of underachievement, which identifies rural and coastal areas among those parts of the country facing difficulties, as is precisely reflected in the F40 group. Is that not one of the reasons we have to tackle this problem?

[Mr Walker]

I agree.

Careers Advice (14 to 19-Year-Olds)

Neil Carmichael Excerpts

Wednesday 25th February 2015 Westminster Hall

[Stephen Lloyd (Eastbourne) (LD)]

It is a privilege to serve under your chairmanship, Mr Williams. I appreciate the opportunity to debate what I and obviously the many others present in the Chamber consider a tremendously important issue. I chair the all-party group on further education, skills and lifelong learning, and believe that reforms and further improvements to careers advice for 14 to 19-year-olds are still needed. The matter is an important one, which will clearly shape future job sectors and markets in the UK for better or worse.

Many of us will have memories of the careers advice that we received. I am sure that today it is better than it was in my day, but it is an issue that comes up pretty consistently—only yesterday I was talking to some young people when I had a visit from my local college, Sussex Downs. Careers advice is one of those issues that MPs who have employed or hired people, or been hired, know is crucial. Yet we have known for a long while that it has not been as good as many of us think it should be. It is a profoundly important issue, particularly as we are clearly in an ever-more globally competitive society.

Good and appropriate careers advice is crucial and we are not where we should be yet. There have been pluses in the past decade, but I profoundly believe that there have also been weaknesses. As I shall explain, some of what the Government have done has improved things, but there is a need to go further. As we are approaching the general election I am waiting to hear also from our Opposition Front-Bench colleague, the hon. Member for Makerfield (Yvonne Fovargue), whom I am delighted to see here. There are many colleagues in the Chamber and they will make suggestions, and this is an opportunity for both the Front Benchers to consider them and come up with further improvements to careers advice after the election.

We all understand that our children deserve comprehensive and fully informed careers advice, so that pupils can make informed decisions. That is more complicated now than in my day because there are many more jobs. Swathes of career opportunities exist now that did not when I was young; but that brings its own complexities. If young people are not informed properly and intelligently about the wide range of jobs, how can they make an informed choice? They cannot, and that is a terrible waste.

[Neil Carmichael (Stroud) (Con)]

Does my hon. Friend agree that it is essential that young people be given access to the kinds of businesses they might be interested in, and that that applies particularly to engineering? Then, they can get the taste for it and choose the right subjects to study in due course.

--- Later in debate ---

[Stephen Lloyd]

I concur very much with that intervention.

There is an issue to do with careers advice that I find extraordinary. We all understand the importance of good careers advice and careers officers, and I have always found it slightly odd that Governments of either side have never made a song and dance about them, or applauded or provided incentives or reward programmes for very successful careers officers. A really good careers officer can play one of the most significant of roles in a young person’s career or future. Yet I have never seen in the paper a picture of Jane Smith or John Doe as the best careers officer in the south-west, rewarded by the Prince of Wales. I hope hon. Members see what I mean; the role should be much more of a career. We should get the best people, who should be rewarded. They should be financially rewarded even better than they are, but more importantly there should be a sense that it is desirable for talented and able people to become careers officers. If we could get to that situation, it would make a difference.

[Neil Carmichael]

To move away from that theme slightly, does my hon. Friend agree that university technical colleges provide a good launch pad for careers? Getting that training, in engineering, for instance, with the support and involvement of businesses, is in itself a useful careers advice process.

[Stephen Lloyd]

Yes, I agree, with one caveat. The principle of UTCs is good, but I would like them to be clear about working closely with further education in their area. For decades, one of this country’s challenges with the issue has been that changes and improvements have often been fragmented. UTCs are a good example of that. I admire Lord Baker’s good work on them, but some of them already appear to be acting in silos without the local FE colleges and other training groups, and that is a mistake. I take on board my hon. Friend’s intervention, but, because he has good links with the UTCs, I ask to him to remind them to work closely in partnership with others.

Partnership was mentioned, which is crucial in careers. When partnership works, we can get young people into the right jobs and give them the right opportunities to understand what is available out there across the piece with FEs, UTCs, business and schools. That gets a successful outcome, but with fragmentation in silos we do not get that.

As MPs we are often told, and we recognise, that there is a growing skills gap in the workplace. A recent piece, I think in the Financial Times, highlighted that again and we know that is a problem and a challenge. When it comes to universities, everyone holds the same qualifications after graduating and a high proportion of young people compete furiously for the same jobs, while other sectors such as engineering, which my hon. Friend the Member for Stroud (Neil Carmichael) talked about earlier, struggle desperately to entice and recruit people into their profession.

My whole background was in business before I entered politics and I am convinced that, nine times out of 10, the problem is ignorance: young people simply do not know about the wide range of different opportunities and jobs. There are many ways to deal with that, but they come back to why I am holding this debate: clearly, the most important professional in that regard is the careers adviser.

Young people are often misled—that is a tough word, but it is true—to believe that the only, or superior, way into a job is to take A-levels and go on to university. After the general election, I was the first MP to launch “100 apprenticeships in 100 days,” because I had a plan. It was terribly successful in Eastbourne and we have had more than 3,500 apprenticeships since, but more importantly, that galvanised the whole town around apprenticeships. Businesses large and small all got involved and the success rate has been tremendous.

I was at Dominic Hill accountancy only last week, a small company of 10 or 11 people that has three apprentices. One started four years ago and she now has the Association of Consulting Actuaries qualification. Another is two years into his Association of Chartered Certified Accountants qualification, and the brand-new one started on his ACA apprenticeship three weeks ago. When those individuals qualify as accountants—one already has—they will not be loaded with tuition fee debt. They all have jobs and I am pretty darn sure that, after they have qualified, they will stay at Dominic Hill because it is a good company, but, because their accountancy qualifications are portable, they can go anywhere. Therefore, the conversion rate is not 90% or 80%, but 100%.

I had a meeting the other day with the chief executive of AIG, the big insurance company, which is now providing apprenticeships in insurance broking and underwriting, but the vast majority of people still do not know that. The key individuals who would have that information and be able to feed that on to young people in schools and colleges are the careers advisers. Therefore, they are an absolute game changer.

I appreciate that the coalition Government have tried to address these problems, and that is laudable. The Education Act 2011 put schools under a statutory duty to provide independent careers guidance to pupils since its implementation in 2012. I also welcomed the announcement in last year’s autumn statement about the £20 million to be given to improve careers advice, and I applauded the Department for Education’s announcement in December that a careers and enterprise company is to be created to work with employers to inspire and educate pupils. That highlights the Government’s recognition that more needs to be done to improve careers guidance. We are heading in a positive direction.

[Stephen Lloyd]

I do applaud that; that is a really good example of partnership working locally and of a school being proactive. The colleges play a key role—I am the chair of the all-party group for further education, skills and lifelong learning—but schools are crucial. I work closely with schools in Eastbourne and Willingdon in my constituency, so I would be interested in getting some more detail from my hon. Friend to downstream that locally.

I still retain some concerns about the Government’s announcements. Will the Minister shed any further light on what the £20 million will be spent on specifically? What will the remit be for informing young people about the range of apprenticeships in the programme? Will the company work with the FE sector as well? I wait to hear from him on that.

I also note that the Secretary of State for Education took part in a session run by the Select Committee on Education that looked into the state of careers advice. We await the Committee’s report and I look forward to seeing that. More still needs to be done to highlight pathways into vocational or academic education and training.

[Neil Carmichael]

I am grateful to my hon. Friend for giving way for a third time. This time I want to talk about destinations from schools and colleges into workplaces and further and higher education. Does he agree that a better way of measuring the performance of schools is destinations, which would in turn stimulate more involvement in schools in promoting the right kinds of careers?

[Stephen Lloyd]

My hon. Friend has intervened frequently, but with very good points. I concur totally with him. I had a discussion with the head of Cavendish school a few months ago—he is a good guy at a really good school. He said, “Stephen, if I get my brightest youngsters really focused towards A-levels and university, I get a gold star from Ofsted,”—I am paraphrasing a wee bit—“but if I start pointing my brightest and youngest towards apprenticeships, I really don’t.” That is really important. He said, “But I do that anyway.” He is from the north, so he profoundly believes in apprenticeships even though he is in Eastbourne, but that was such an important point.

The Government have to find a way to ensure that the right outcomes for our young people are properly incentivised. Without that, we rely on individual heads and teachers to be brilliant and that is not good enough. I want our teachers to be brilliant, but I have been in business long enough to know that we need processes that underpin the teachers. Funnily enough, the next line of my speech is: how are schools to be incentivised to improve their careers advice provision? I look forward to hearing answers to that from both the Minister and the shadow Minister.

The Association of Colleges recently released a report titled “Careers Guidance: Guaranteed,” which uncovered some figures. They are not rocket science or surprising to the people here—otherwise, they would not be here—but 70% of young people turn to parents for careers advice and 57% turn to teachers. That is completely logical but mad, because, with the best will in the world, parents know only about their specific area unless they are careers professionals or they have a passionate interest in discovering about all of the extra 750 careers options that we seem to have today, compared with in my youth.

I have already explained about teachers. Great though they are, the challenge for teachers is that unless they have been trained, they will only know about their specific experience. We cannot change the fact that kids will go to their parents or teachers; it is logical. Whom do they trust most? They trust their parents. However, we need systematically and profoundly to improve the situation, and to pour focus and resource into improving the careers advice of teachers and improving the careers knowledge of parents, for example, through open days—I run apprenticeship initiatives constantly—so even parents know about the different careers. If we do not do that, in 10 years’ time we will be in exactly the same boat. We will be saying, “We are doing our best with careers advice. It’s not too bad, but—”. Thirty-five years ago, when I was starting out on my business career, the phrase could have been, “Careers advice is not too bad, but—”. Broadly speaking, that is still the case and it has to change. I look forward to the Minister and shadow Minister giving me an update on their proposals.

Recent research carried out by the Local Government Association shows that the drop-out rates cost the country over half a billion pounds. That does not surprise me at all. It will always happen a bit, but I am sure that a lot of that is related to poor advice.

I pay tribute to the National Union of Students, which has been very active and supportive on the issue. It is working closely with me on a separate apprenticeship initiative. It says that because the job market is so competitive these days, it is more important than ever for quality advice to be provided to 14 to 19-year-olds, as I am sure hon. Members would agree.

In my constituency, the unemployment claimant rate has dropped to 2.8%. A lot of the reason why is not just the national economy and the push we are doing locally, but the apprenticeship initiative that has been so successful in Eastbourne. The youth unemployment figure is now 325, which is almost 35% lower than at the height of the recession.

My hon. Friend the Member for Pendle (Andrew Stephenson) talked about a school hub. I would like to share something we are doing in Eastbourne with the Chamber and the Minister, because it is another example of partnership and working together that is very successful. We have the Eastbourne jobs hub, which is slightly similar to my hon. Friend’s example, although not just from a school perspective. It has partners, including Sussex Downs college, Eastbourne borough council, the county council, the chamber of commerce—it is really important to get business right in the tent. We also have a dedicated manager, and I have match funding from each of the different groups, which means that even in a difficult economic climate, the funds can be provided to run it. There are also volunteers supporting the dedicated manager. I opened the hub myself about nine months ago. It is in the library, because having something like that in a central location is really important. It is all about careers advice, recruitment and helping to guide people into different job opportunities, and it is a really successful scheme.

For me, the key thing about schools, which is why I was interested in my hon. Friend’s intervention, is that that sort of scheme needs to be done much more in schools. It is a very good way of bringing businesses into the tent. A lot of companies, small and large, really enjoy going into schools, as long as there is a structure and they know what they are supposed to do. Equally, colleges can support schools on that, because my view is that young people need to start being informed about options around the age of 14, as they do in Germany. From a young age, kids begin to learn more about the different professions and different vocational and training opportunities that are available.

Apprenticeships

Neil Carmichael Excerpts

Wednesday 4th February 2015 Commons Chamber

[Neil Carmichael (Stroud) (Con)]

I will set my remarks in the context of the successful Government industrial strategy, because it has driven the need for 83,000 additional engineers every year. I think it important to concentrate on our apprenticeship programme, which must start to fill that huge gap. The need is obvious. For example, £100 million has been invested in Airbus, in my constituency and elsewhere, to push forward the frontiers of technology, and firms in my constituency such as Renishaw, ABB, Delphi and Lister Shearing all want more engineers, because their order books are full and their export opportunities significant.

I want to make three points. First, we must ensure that the relationship between business and education improves by making it possible for business to tell education what it needs, and for education to appreciate the sheer numbers that are required in certain areas. That, of course, must include a focus on STEM subjects. Secondly, I think that further education colleges are the unsung heroes of this story. It might be worth while for us to start thinking about a kind of Russell group to include the very best FE colleges, so that they can lift themselves up, celebrate their success, and become the key deliverers of some of the apprenticeships to which I have referred.

Thirdly, we need to talk about apprenticeships in much more glowing terms than we often do, and one way to do that is to have a proper award. It is not enough just to give apprentices something from the business. There should be an award that says, “Wherever you are and whoever you are, you’ve done it and you should be proud. Here’s a certificate to salute that fact.”

Those three ideas are designed to improve what we understand an apprentice to be and to show why we value them so much. In my constituency, I try to do all these things in different ways. I established a festival of manufacturing and engineering, which is geared to ensuring that schools and business have an ongoing relationship. I salute the successful apprentices and firms who drive up standards and ensure that our real and growing economy is equipped with the skills to deliver the output and productivity we need. They are being created by various measures and by the long-term economic plan.

Grammar School Funding

Neil Carmichael Excerpts

Tuesday 13th January 2015 Westminster Hall

[Damian Green]

The hon. Gentleman may have a discussion offline with my hon. Friend the Member for Gainsborough about the title of the debate, but my hon. Friend and I have made it clear that we are not talking only about grammar schools. There are comprehensive schools in my constituency, including one extremely good one, and there are others around the country—the hon. Gentleman mentioned sixth-form colleges. This is a wider debate but, clearly, among the schools most appallingly affected by the unfairnesses in the funding system are grammar schools.

[Neil Carmichael (Stroud) (Con)]

Is this debate about grammar schools in fact about the fundamental unfairness of the whole funding formula? That is what we are actually talking about, that is what the F40 campaign is all about and that is why we need to see fair funding for pupils wherever they are.

[Damian Green]

We all agree that we want fair funding. It is not an easy issue and Ministers in this and previous Governments have grappled with it. The principle that we all start from is that allowing all children to reach the full extent of their potential must be the aim of every school.

When the rhetoric and emotion that have begun to enter this debate, and which have gone on for decades, are stripped away, all grammar schools are is specialist academic schools. Under successive Governments, we have thought it a good thing to allow schools to specialise in music, sport, science, maths or languages, but the one thing that the education establishment has never allowed schools to specialise in is academic excellence. That has always seemed completely perverse: we allow schools to specialise, but not at being good in schoolwork.

--- Later in debate ---

[Neil Carmichael]

Does my hon. Friend agree that his points effectively prove the need for floor funding, so that funding is fair and decent for all forms of education, including grammar schools and other good schools, and that that is the way forward, certainly when we bear in mind additional funding from the pupil premium and other such funding streams?

[Mark Pawsey]

My hon. Friend is entirely right. In this debate, we are calling for a fairer funding formula for schools across the board. I am concerned that pupils in Warwickshire are receiving less than the DFE’s own minimum.

I turn now to the effect on sixth forms. They are at an additional disadvantage as a consequence of the good intention to equalise post-16 funding between sixth forms and further education colleges. That decision did not allow for the fact that schools provide supervised study, teach additional elective subjects and provide sport and other enrichment programmes, so there is more teaching time in schools than at further education colleges, where students often have a proportion of free time. In some instances, that has led to a loss of £1,000 per student.

This has had a particularly adverse effect on Rugby high school. If it had been an 11-to-16 school and its numbers had remained the same each year, its funding would have been static at £2,042,000. Unfortunately, the changes in post-16 funding have resulted in a 15% reduction in the school’s sixth-form funding—the equivalent of the salaries of 6.7 teachers paid at point 6 on the main professional scale. Schools such as Rugby high school, whose academic sixth forms are large in relation to the remainder of the school, have been particularly affected, although, of course, the issue also affects high-performing comprehensives.

The result is that Rugby high school receives less funding for post-16 students than for students aged 11 to 16. The figure is £4,080 for students post-16 and £4,350 for students aged 11 to 16, so there is £270 less per pupil when students transfer from GCSE courses to A-level courses, despite general agreement that the curriculum becomes more expensive to deliver as students pass through secondary school. We are perhaps getting to a situation where funding for 11 to 16-year-olds is having to subsidise sixth-form students because of a lack of sixth-form funding. That £4,080 represents just 45% of the £9,000 a top university would charge in tuition fees when students move on from sixth form. That massive difference cannot possibly be the best way to ensure that those studying for A-levels and preparing for entry into university get a top-quality education.

The funding issue has meant that schools such as Rugby high school have had to be very creative in balancing their books. The school has a particular problem because it is the only secondary school in Rugby without a sports hall and cannot provide sport. In addition, it has had to increase class sizes, reduce teaching time and, most significantly, drop some subjects. Particularly vulnerable subjects, which may disappear from the curriculum altogether in coming years, include modern foreign languages, music and Latin.

The solution to the problem is twofold. First, we need to speed the move towards a national formula that will provide agreed national minimum funding per pupil at each key stage. Secondly, we particularly call for an end to the anomaly of post-16 students being funded at a lower level than pupils aged 11 to 16.

I have a great interest in supporting the excellent education provided by grammar schools and good comprehensives, and I very much look forward to the Minister’s response to the points that have been raised.

--- Later in debate ---

[Sir David Amess (Southend West) (Con)]

I congratulate my hon. Friend the Member for Gainsborough (Sir Edward Leigh) on his speech and the way in which he introduced the subject. He was entirely right to concentrate on the overall objective of fairness. The tone of the debate has been excellent in every respect. I went to St Bonaventure grammar school in Newham in the east end of London—for a time, its headmaster was the current chief inspector of schools, Sir Michael Wilshaw. I am pleased to have noted during the debate that three colleagues present contributed to a pamphlet on working class Conservative Members of Parliament, which says everything about how colleagues see grammar schools as a focus for opportunity.

In Southend, we have the following grammar schools: Westcliff high school for girls, Westcliff high school for boys, Southend high school for girls and Southend high school for boys. I am delighted to tell the House that those schools have produced a number of Members of Parliament; I am not so pleased to tell the House that they have produced more Labour than Conservative ones. A number of those Members now sit in the House of Lords, but my hon. Friend the Member for Wellingborough (Mr Bone) also went to one of our excellent local grammar schools.

I would like to mention just a few of those schools’ achievements. Four pupils from Westcliff high school for boys competed in the UK Bebras Computational Thinking Challenge, a national competition sponsored by the university of Oxford and ARM Holding plc. They will appear in the Bebras hall of fame for 2014. Recently, Southend high school for boys and Southend high school for girls qualified to represent England at the World School Championships Athletic in China in June this year.

To return to the remarks made by my hon. Friend the Member for Gainsborough, this debate is very much about fairness. The idea that any political party is going to abolish grammar schools is, frankly, for the fairies. That argument is over. I have my own views on grammar schools. When my right hon. Friend the Home Secretary was the shadow Secretary of State for Education, she had in mind the expansion of the number of grammar schools. It is a shame that my party abandoned that policy, but I will not revisit that argument. The issue is entirely a matter of unfairness in funding per pupil.

We have with us an excellent Minister, for whom I have the highest regard. He has visited a number of schools in my constituency. I have met the heads of the grammar schools in Southend, and the meeting was attended by the gentleman in charge of their funding. That was very positive, but I have now been waiting six weeks to hear what the outcome of that meeting is. I say gently to my hon. Friend the Minister that officials need to be geed up on this matter. The House will rise at the end of March; this Member of Parliament will not wait until the end of March for a firm assurance that the four grammar schools in Southend are going to be funded fairly.

At Southend high school for boys, the deprivation rate is 5%, yet it receives £4,503 per pupil; at Southend high school for girls, the deprivation rate is 6%, and it receives £4,540 per pupil; at Westcliff high school for boys, the deprivation rate is 5%, and it gets £4,503 per pupil; and at Westcliff high school for girls, the deprivation rate is 4%, and it gets £4,449 per pupil. Those are among the lowest funding figures in Essex, in both absolute and relative terms. That is an absolute disgrace.

[Neil Carmichael]

Does my hon. Friend agree that it is absolutely illogical to have a post-16 funding system that penalises the very schools that are producing the results in STEM subjects that we so desperately need? That is clearly one of the driving issues in this debate.

[Sir David Amess]

I absolutely agree. The funding for the four grammar schools in Southend is totally unfair compared with others in Essex.

Another indicator is free school meals. Between 1.4% and 2.2% of pupils at the four grammar schools in my constituency are eligible for free school meals; Colchester County high school for girls has only 1.3% of pupils eligible for free meals and a record low deprivation rate of 1%, but it receives a lot more money—about £450 more per pupil—than my local schools.

Head teachers have voiced concerns about the 10% reduction in their budgets between 2012 and 2017. Such reductions are obviously understandable in the case of services that fail to manage their budgets efficiently, but that is not true of the four grammar schools in Southend, which do an excellent job. Importantly, the Government have announced that those studying four A-levels will receive about £400 more a year, and that those studying five or more A-levels will receive around £800 more. I just cannot understand how those amounts have been calculated. It costs around £1,000 per student per year for each successfully completed A-level.

Supporting underperforming schools in disadvantaged areas is a commendable aim, but it cannot be achieved at the expense of grammar schools, which are some of the best-performing schools in England. The Government should do their utmost to invest in the talented young people who want to work hard and take up extra A-level subjects. Their aspirations must be backed by sufficient funding calculated appropriately in collaboration with education professionals, rather than pulled out of thin air, as currently seems to be the case.

Oral Answers to Questions

Neil Carmichael Excerpts

Monday 1st December 2014 Commons Chamber

[Nicky Morgan]

That is an extremely disappointing question because it bears absolutely no relation to the facts. We have the lowest number of NEETs—those not in education, employment or training—ever on record; and we have more 16 to 18-year-olds starting apprenticeships. The hon. Lady should not be talking down our young people and their opportunities—she should be talking them up. Our young people are learning fantastic skills. I do agree with her that the links between vocational and academic education should be treated completely equally. That is exactly what this Government have done with the delivery of almost 2 million more apprenticeships.

[Neil Carmichael (Stroud) (Con)]

4. What steps she is taking to promote the study of STEM subjects at school.

[The Secretary of State for Education (Nicky Morgan)]

Under this Government we have seen record numbers taking STEM subjects—science, technology, engineering and maths—with maths now being the most popular A-level. That is due to excellent teaching and several supporting programmes, but of course more needs to be done. We have reformed qualifications and the curriculum; we are recruiting top graduates into teaching with increased bursaries and scholarships; we have established maths hubs; and, as I have mentioned, we have the Your Life campaign to change young people’s perceptions of science and mathematics.

[Neil Carmichael]

What steps is the Secretary of State taking to make sure that business and education come together and talk to each other to ensure that we match up supply and demand for skills in the engineering sector?

[Nicky Morgan]

My hon. Friend is right. I have previously said from this Dispatch Box that the estimates are that we need 83,000 more engineers every year for the next 10 years, and I have also said that they cannot all be male. That is why campaigns such as Your Life and other things such as tomorrow’s engineers week, which the Government are already supporting, are extremely important. I continue to look at all the best ways that businesses, schools and educators can work together to make sure that our young people are prepared for life in modern Britain.

Small Business, Enterprise and Employment Bill

Neil Carmichael Excerpts

Tuesday 18th November 2014 Commons Chamber

[Neil Carmichael (Stroud) (Con)]

If there is a market rent review in two years, will it be sufficiently rigorous to satisfy tenants?

[Jo Swinson]

I can give an assurance that the review will be rigorous and that, in response to it, there will not only be this power for the Secretary of State, but, if he finds that there is insufficient protection for tenants as a result of the parallel rent assessments and the system is not working as it should, a requirement for him to bring forward the market rent only option.

Birmingham Schools

Neil Carmichael Excerpts

Tuesday 22nd July 2014 Commons Chamber

[Nicky Morgan]

I have a feeling that it was a Minister in the last Government, John Prescott, who really liked regional government, and regional government can work. The point is that this commissioner will be working in relation to Birmingham, and will work with the west midlands regional school commissioner. They will be working together—everyone is pulling in the same direction—to secure the best possible education for our children in schools.

[Neil Carmichael (Stroud) (Con)]

I congratulate my right hon. Friend on her new appointment. Does this matter not remind us of the central importance of the role of governors in our schools? Does it not also remind us, therefore, of the need to focus on the skills of those governors, rather than stakeholder representation and so forth? First and foremost, the need is to make sure governors can speak to their communities and run their schools with confidence and with power.

[Nicky Morgan]

My hon. Friend is entirely right that we want governing bodies to have all the necessary skills. We have recently changed the rules on the appointment of governors, who must now be appointed solely on the basis of the skills that they bring to contribute to the success of the school. That is absolutely critical.

Oral Answers to Questions

Neil Carmichael Excerpts

Monday 21st July 2014 Commons Chamber

[Mr Gyimah]

I am glad that the hon. Gentleman says that there is not much we can disagree about. We removed the duty in order to allow schools the freedom and autonomy to decide how they provide work-related learning at key stage 4. We are focusing on high-quality and meaningful work experience post-16 so that students can acquire the skills and experience that employers demand. Following the introduction of our 16-to-19 study programme in traineeships in 2013, work experience is now an important element of post-16 education.

[Neil Carmichael (Stroud) (Con)]

19. I welcome the Minister to his new post. Does he agree that the measure introduced by the Small Business, Enterprise and Employment Bill to ensure that we properly track students from school into work will be of great benefit in work experience and in ensuring that students get into the right jobs?

[Mr Gyimah]

My hon. Friend is absolutely right. It is important not only that we ensure high standards in schools, but that pupils get the right experience as they go through the education system—both academic qualifications and employability skills—in order to get work.

Oral Answers to Questions

Neil Carmichael Excerpts

Thursday 26th June 2014 Commons Chamber

[Jenny Willott]

I completely disagree with the hon. Gentleman. The enforcement action taken by HMRC has significantly increased the number of workers who are getting the wages they are due. Between 2009-10 and 2013-14, there was an increase of over 17% in the number of workers who were helped and were given arrears, and the amount that has been paid back has been increased significantly. In addition, we are increasing fourfold the penalty that employers have to pay, and we now have in place a very draconian naming and shaming scheme. That means that all employers who are found not to have paid the national minimum wage are put forward for naming and shaming, and, unless exceptional circumstances are involved, they will be named publicly. That is acting as a real disincentive to employers not to treat their staff fairly.

[Neil Carmichael (Stroud) (Con)]

14. What assessment he has made of recent trends in the level of manufacturing.

[The Minister of State, Department for Business, Innovation and Skills (Michael Fallon)]

Office for National Statistics figures for April show that manufacturing output in the UK rose by 4.4% year on year—the fastest pace since February 2011. Industrial production rose by 1.1% in the three months to April compared with the previous three months—the strongest three-monthly growth since June 2010.

[Neil Carmichael]

I thank the Minister for that encouraging answer. With the need for more skills in energy engineering in mind, does he agree that it is a very good idea to have a centre for those skills at the now-decommissioned Berkeley power station, and that that represents a significant step in the right direction for the long-term economic plan?

[Michael Fallon]

Yes, I do agree. That project is a key part of Gloucestershire’s economic plan, and it can provide the skills that we will need for the next generation of nuclear power stations at Hinkley and Oldbury. We are currently considering Gloucestershire’s request for local growth funding to support the project. I hope to announce the allocation for Gloucestershire as part of the growth deal before the summer recess.

--- Later in debate ---

[Vince Cable]

I would have thought that most reasonable people would welcome the growth of self-employment and entrepreneurship that is happening under this Government. I think they would also probably welcome the fact that the benefits system demands maximum integrity.

[Neil Carmichael (Stroud) (Con)]

T7. Do Ministers agree that a central part of the long-term economic plan is the delivery of skills to the increasingly innovative and research-oriented manufacturing sector?

[Matthew Hancock]

Yes. As my hon. Friend may know, I am a fan of the long-term economic plan. In fact, I have found a copy in my pocket if he wants one. Skills are a vital part of our long-term economic plan, because there is no doubt that, if we are not only to maximise our economic capacity in the future, but to make sure everyone in this country fulfils their potential, we have to deliver on the skills that employers need.